1. A Genetically Modified Solution?
Activity 1
A Genetically Modified Solution?

3. How do you think food and food production relate to sustainability?
Write your response in your science notebook.
If necessary, introduce or remind students of the three pillars of sustainability: economic, environmental, and social. For more information on sustainability see your Teacher’s Edition for this activity and the Science and Global Issues page of the SEPUP website (sepuplhs.org/sgi). See your Teacher’s Edition for more information on introducing this unit and the topic of genetically modified organisms.

4. Genetically Modified Organisms (GMOs)
Do you agree or disagree with these statements:
I have eaten food that contains genetically modified (GM) crops.
GM foods should be available, as long as they are tested before they are sold for human consumption.
The risks of GM foods outweigh the possible benefits.
GM foods will help provide a sustainable food supply.
I am concerned about eating GM foods.
Farmers should grow corn that is genetically modified to resist insects that damage cornfields.
Copy the statements into a chart, as shown in your Teacher’s Edition. Ask the students if they agree, disagree, or are uncertain about each statement. Record their responses on the chart and keep it posted while you are teaching the unit. Have students write down their individual responses in their science notebooks.

5. Genetically modified organisms (GMOs) are organisms whose genes have been directly manipulated by scientists, often by inserting or deleting one or more genes. Inserted genes are typically from another species.

6. Read the Introduction.
Be prepared to discuss the purpose and process used to create genetically modified organisms.
See your Teacher’s Edition for this activity for more information on how to introduce the topic of GMOs to your students.

7. Should your country allow farmers to grow genetically modified corn?
Challenge
Should your country allow farmers to grow genetically modified corn?

8. What questions do you have about Bt corn that you would most like to have answered before you advise this country about growing Bt corn?
If appropriate, introduce the cooperative learning model before students begin the Procedure. See your Teacher’s Edition for this Activity for more information on how to do this.
If appropriate, introduce the use of science notebooks before students begin the Procedure. See your Teacher’s Edition for this Activity and Teacher Resources III: Literacy for more information on how to do this.
Show students the video clip “Bt Corn Trade-offs,” the link to which is on the Science and Global Issues page of the SEPUP website (sepuplhs.org/sgi) to enhance class discussion about Bt corn.

9. Walking Debate
Do you support growing genetically modified corn in this country?
Consider the statements from all four scientists when making your decision.
Conduct a Walking Debate. Make two signs, Support and Do Not Support. Post the signs in two distinct areas of the room.
Have students stand near the sign representing their opinion. Have each group discuss their reasoning and then report to the class. Once both groups have reported to the class, give students the opportunity to change their opinion and move to a different area of the room.
For more information on the Walking Debate strategy see your Teacher’s Edition for this activity, and Teacher Resources III: Literacy.

10. Analysis 4
Write a letter to the country’s Office for Agriculture explaining your views on growing Bt corn. In your letter include
A statement explaining your decision and the evidence and reasoning that led you to your conclusion.
A description of the trade-offs of your decision. A trade- off is giving up something in order to gain something else.
If appropriate, introduce Evidence and Trade-offs (ET) assessment variable here. It can be used to score Analysis Question 4. More information on how to introduce and use this assessment variable, as well as a sample student response, is available in your Teacher’s Edition for this Activity and in Teacher Resources IV: Assessment.

11. Should your country allow farmers to grow genetically modified corn?
Revisit the Challenge
Should your country allow farmers to grow genetically modified corn?
Return to the students’ responses to the six statements they responded to when you introduced the activity. Ask students to respond again to each statement. See your Teacher’s Edition for this activity for more information on hosting a class discussion about the statements.

12. genetically modified organism genetic engineering trade-off
Key Vocabulary
gene
genetically modified organism
genetic engineering
trade-off
See Teacher Resources III: Literacy for more information on key vocabulary and the most effective strategies to enhance student vocabulary learning.
Note that bold words are formally defined in this activity. Words in regular font are used in the activity, but not formally defined. The definition of a key vocabulary word should not be discussed as a class prior to the formal definition being introduced.